YC   13268 


UC-NRLF 


SB    31    flfiE 


in  Woodworking 


By  M.  W.   MURRAY 


P«oria».  Illinois 


LIBRARY 

OF  THE 

UNIVERSITY  OF  CALIFORNIA. 


Class 


PROBLEMS  IN  WOODWORKING 

BY  M.  W.  MURRAY 


SECOND  THOUSAND 


THE  MANUAL  ARTS  PRESS 

PEORIA,    ILLINOIS 


\ 


GENERAL 


COPYRIGHT, 

THE    MANUAL  ARTS    PRESS, 
1905. 


FOREWORD 


A  REALIZATION  of  the  difficulty  in  obtaining  drawings  of  good  models  which  can  be  given  as  class  exercises 
has  led  to  the  preparation  of  these  problems.  The  aim  has  been  to  save  teachers  the  labor  of  making  draw- 
ings and  blue  prints  of  models,  many  of  which  are  in  general  use  at  the  present  time. 

No  attempt  has  been  made  to  plan  a  course  of  study  or  to  arrange"  the  .models  with  any  special  regard  to  a  logical 
order  of  exercises,  but  for  convenience  they  have  been  grouped  by  grades.  No  models  have  been  included  which  have 
not  been  successfully  made  by  boys  in  the  three  upper  grammar  grades. 

It  is  not  intended  that  artisans  or  others  with  little  or  no  experience  in  teaching  and  less  knowledge  of  educational 
principles  shall  use  these  drawings  and  labor  under  the  mistaken  idea  that  they  are  teaching  manual  training.  In  put- 
ting these  drawings  into  the  hands  of  teachers,  it  is  hoped  that  the  effect  may  be  to  provide  additional  time  for  the 
solution  of  new  problems  instead  of  tending  to  make  the  work  more  definitely  formal  and  lifeless.  In  the  hands  of  the 
progressive  teacher,  there  will  be  little  danger  of  the  latter. 

Many  of  the  problems  can  be  presented  to  the  class  and  worked  out  in  various  ways,  according  to  the  individuality 
of  the  different  pupils.  Whenever  possible,  the  work  should  be  correlated  with  the  regular  work  of  the  school  —  the 
science,  arithmetic,  written  work,  physical  training,  and  especially  the  drawing  or  art  work.  Such  a  plan  results  in  a 
great  saving  of  time  to  the  manual-training  teacher  while  it  gives  more  life  to  other  subjects. 

The  sources  of  the  models  have  been  acknowledged  as  far  as  possible  on  the  plates,  but  special  mention  is  made 
of  the  number  of  drawings  used  by  permission  of  Gustaf  Larsson,  principal  of  tfie  Sloyd  Training  School,  Boston,  Mass. 
In  the  preparation  of  the  work  the  criticisms  of  Charles  A.  Bennett,  editor  of  the  Manual  Training  Magazine,  have  been 
especially  helpful  and  suggestive. 

June  26,  1905.  M.  W.  MURRAY,  Springfield,  Mass. 


LIST  OF  PLATES 


The  following  arrangement  of  problems  by  grades  is  made  for  convenience  in  selecting  models  for  class  and  individual 

use  and  may  aid  in  planning  courses  of  study. 


1.  Hat -rack 

2.  Broom  Holder 

3.  Sleeve-board 

4.  Shelf 


1.  Coat  hanger 

2.  Flower-pot  stand 

3.  Key-boards 

4.  Pen-trav 


1.  Tool-rack 

2.  Coat-and-trousers  hanger 

3.  Bread-board 

4.  Book  shelves 

5.  Umbrella  stand 


GRADE  VII 

5.  Whisk -broom  holder 

6.  Stationery  box 

7.  Footstool  (with  padded  top) 

8.  Knife-polishing  box 

GRADE  VIII 

5.  Box 

6.  Flower  table 

7.  Bench-hook 

8.  Drawing-board  and  T-square 

GRADE  IX 

6.  Printing  frame 

7.  Towel-roller 

8.  Mirror 

9.  Footstool 
10.  Plate-rack 


9.  Blotter 

10.  Toothbrush  holder 

11.  Solitaire  board 

12.  Pressing-board  (for  butterflies) 


9.   Knife-box 
10.   Desk-tray 
n.  Taboret 
12.  Canoe  paddle 


11.  Towel-rack 

12.  Folding  table 

13.  Medicine  cabinet 

14.  Dovetailed  book-rack 

15.  Book-rack 

16.  Boat 


NOTES  ON  PROBLEHS 


The  suggestions  and  comments  embodied  in  the 
following  notes  are  based  on  several  years'  experience, 
and  it  is  hoped  that  they  may  prove  helpful  in  connec- 
tion with  the  problems. 

GRADE  VII. 

Hat-rack.  The  need  of  a  model  which  emphasizes 
the  process  of  planing  has  led  to  the  selection  of  the  hat- 
rack.  It  has  been  used  most  successfully  when  the  pupils 
have  had  for  the  preceeding  and  first  piece,  such  a  model 
as  the  plant  support  (iSxix^  inches  made  from  stock  18^ 
x2xjg  inches)  on  which  they  have  worked  off  part  of  their 
surplus  energy  and  are  willing  to  make  something  with 
greater  care.  The  holes  in  the  hat-rack  are  made  16 
inches  apart  because  the  studs  in  modern  houses  are  that 
distance  on  centers. 

Broom  Holder.  This  model  gives  drill  in  planing 
with  the  additional  exercises  of  laying  out  the  corners  and 
sawing  to  the  knife  and  gauge  lines.  To  these  are  added 
the  laying  out  and  cutting  the  opening  for  the  broom.  A 
good  way  to  work  out  this  recess  is  to  bore  two  %-in. 
holes  and  after  cutting  away  the  wood  with  a  turning  saw, 
finish  to  the  lines  with  a  %-in.  inside  bevel  gouge  for  the 


concave  parts  and  the  chisel  on  the  convex.  It  may  in 
some  cases  be  necessary  to  use  the  knife  before  sand- 
papering and  the  pupils  can  be  shown  that  the  best  work 
is  made  ready  for  sand-paper  with  the  edged  tools,  not 
torn  away  with  a  file.  Where  boys  are  not  capable  of 
working  out  the  opening  it  can  be  omitted  and  the  piece 
used  for  a  shelf  and  brush  rack  by  putting  in  three  hooks 
on  the  under  side. 

Sleeve-board.  The  size  may  be  varied  according  to 
need,  and  a  base  added  if  desired.  The  edges  may  be 
made  half-round,  thus  giving  opportunity  for  an  exercise 
in  chamfering,  but  this  has  been  found  too  difficult  when 
the  model  is  used  in  the  first  part  of  the  seventh  grade. 

Shelf.  Special  emphasis  is  laid  on  the  nailing  exer- 
ercises  which  this  problem  presents.  The  model  gives  an 
opportunity  to  design  the  back  and  bracket  and  to  vary 
the  size. 

Whisk-broom  Holder.  This  problem  has  been  used 
successfully  in  connection  with  the  drawing  work.  The 
pupils  design  the  back  and  make  a  working  drawing  in  the 
studio,  and  then  construct  the  model  in  the  manual-train- 
ing room. 

Stationery  Box  and  Footstool  (with  padded  top). 
These  are  good  for  the  last  pieces  in  the  seventh  grade. 


They  also  prove  satisfactory  models  in  other  grades  for 
Christmas  presents. 

Footstool.  A  problem  which  can  be  given  to  "re- 
peaters" who  may  not  be  very  good  workmen,  is  presented 
in  the  foot-stool.  It  is  a  simple  piece,  all  planing  being 
straight,  and  the  nailing  and  screwing  requiring  no  special 
skill.  The  ends  or  legs,  which  may  be  designed,  are 
clamped  to  the  frame  and  made  to  stand  true  before 
screwing  together. 

Solitaire  Board.  Exercises  in  laying  out  and  bevel- 
ing are  provided  in  this  game  board.  It  is  a  good  piece 
to  make  at  Christmas  or  at  the  end  of  the  year  when  little 
time  remains,  as  it  can  be  made  very  quickly.  A  large 
number  of  games  which  can  be  played  on  the  board  is  to 
be  found  in  Every  Boy's  Manual,  published  by  G.  Rout- 
ledge  &  Son,  1877.  London  and  New  York. 

Blotter.  The  rocker  part  may  be  made  from  a 
78  -inch  piece  of  white  pine  by  veneering  the  edges  with 
)^-inch  mahogany.  A  design  may  be  worked  out  on 
the  top  with  a  veining  tool  as  suggested.  It  is  a  piece 
which  requires  considerable  accuracy  but  is  adapted  to 
any  grade. 

Toothbrush  Holder.  In  this  model  the  drawing  and 
the  manual  training  are  correlated.  The  aim  is  to  make 


as  hygienic  a  toothbrush  holder  as  possible.  When  the 
problem  was  worked  out  in  classroom,  the  pupils  agreed 
that  the  brushes  should  not  touch  one  another  nor  the 
woodwork,  and  that  the  part  to  catch  the  drippings 
should  be  of  such  material  that  it  could  be  easily  cleaned, 
hence  the  copper  work.  Snip  shears  are  used  for  cutting 
the  coppe*r  which  is  so  light  that  it  bends  readily  with  a 
pair  of  square-nosed  pliers. 

GRADE  VIII. 

Coat  Hanger.  This  has  proved  a  good  model  for 
the  first  one  in  the  eighth  grade  because  it  furnishes  an 
opportunity  to  review  planing  before  working  out  the 
shape.  Some  teachers  have  had  the  boys  measure  their 
shoulders  and  make  the  model  to  fit  their  coats.  Such 
a  plan  has  merit,  in  that  it  encourages  individual  work. 

Flower-pot  Stand.  Special  stress  is  laid  on  the 
planing,  laying  out  and  the  cutting  of  the  joint.  The  ap- 
plication of  this  joint  to  other  and  larger  pieces,  such  as 
the  base  of  a  revolving  bookcase,  a  kite  frame,  etc., 
should  be  shown.  The  boy  should,  of  course,  be  taught 
to  plane  the  wood  for  the  model  in  one  long  piece  to  save 
time  and  material. 

Key-board.  The  boys  should  make  their  own  de- 
signs, having  in  mind  the  fact  they  must  be  related  to  the 


hooks.  These  designs  may  be  made  at  home  or  in 
school,  and  after  being  approved,  may,  if  desired,  be 
worked  out  at  home  with  veining-tool  loaned  for  the 
purpose. 

Pen-tray,  Desk-tray.  Either  may  be  used  for  the 
first  gouging. 

Box.  Any  kind  or  size  may  be  made.  The  hinge 
and  catch  may  be  designed,  then  worked  out  and  fastened 
on  with  escutcheon  pins.  In  working  the  copper  (25  gauge, 
soft)  the  only  tools  required  are  snip  shears,  small  safe- 
edge  file,  a  light  hammer  and  pliers.  The  holes  can  be 
made  with  any  sharp  tool.  In  working  up  the  joint  over 
a  brad,  the  copper  becomes  hard  enough  to  make  a 
durable  hinge. 

Bench-hook,  Drawing-board  and  T-square.  These 
are  pieces  which  require  considerable  skill  and  appeal  to 
pupils  who  use  such  tools  at  home. 

Flower  Table,  Taboret.  Both  are  good  problems 
for  pupils  who  are  not  capable  of  making  a  mortise-and- 
tenon  joint.  The  curved  legs  of  the  table  may  be  laid 
out  on  one  piece  of  wood  with  very  little  waste  of 
material. 

Canoe  Paddle.  This  is  an  excellent  piece  of  form 
work  which  may  be  made  from  straight-grained  spruce, 


maple  or  ash,  the  first  being  found  the  best  for  school 
work.  The  length  of  the  paddle  should  be  determined 
by  the  height  of  the  user.  A  bow  paddle  should  usually 
be  shorter  than  a  stern  paddle.  The  dimensions  given 
have  been  found  good  for  general  work.  If  necessary 
accuracy  of  measurement  should  be  sacrificed  to  good 
curves.  The  plan  should  be  carefully  drawn  on  the 
broad  surface  and  cut ;  then  the  elevation  should  be 
made.  The  blade  should  be  planed  out  while  the  handle 
is  square.  It  has  been  found  convenient  to  have  one  or 
more  old-style  wooden  planes  with  their  bottoms  planed 
off  to  fit  the  shape  of  the  paddle,  and  the  irons  ground 
to  suit  the  bottoms,  for  working  out  around  the  rib  on 
the  blade,  but  this  is  not  necessary  as  it  can  be  done 
with  the  gouge,  spoke-shave  and  plane. 

GRADE  IX. 

Coat-and-Trousers  Hanger.  The  combination  of  a 
good  model  and  a  useful  article  is  found  in  this  problem. 
If  the  wyood  for  the  back  is  first  planed  to  i8x3%x% 
inches,  the  blocks  in  which  the  cross-piece  slides  can  be 
cut  from  the  upper  corners.  The  grooves  should  be  laid 
out  writh  the  gauge  and  try  square  and  cut  out  with  the 
back-saw  and  chisel. 

Book  Shelves.     These  may  be  designed  to  stand  in 


the  center  of  a  table,  on  a  table  against  the  wall,  or  to 
hang  on  the  wall. 

Mirror.  The  recess  for  the  back  can  be  worked  out 
by  using  a  washer  cutter,  Forstner  bit  and  chisel. 

Boat.  It  is  much  more  profitable  for  boys  to  design 
their  own  boats,  and  additional  interest  is  created  when 
several  are  made  and  raced.  Since  many  boys  are  work- 
ing at  home  with  electric  motors  and  small  steam-engines, 
it  is  a  good  plan  to  encourage  the  building  of  power 
boats.  It  has  not  been  found  practicable  to  make  such 
boats  less  than  34  inches  long,  as  they  will  not  hold  the 
motors,  batteries,  etc. 

Approximate  rules  for  designing  sail  boats : 

The  -width  should  not  be  more  than  one-third  of  the 
length  and  in  case  of  boats  24  inches  or  less  not  much 
under  one-third  the  length. 

The  mast  may  be  placed  one-third  or  half  way  be- 
tween one-third  and  one-half  way  from  the  bow. 

In  making  the  //«//,  it  is  desirable  to  work  to  centre 
lines,  laying  out  and  cutting  the  deck  plan  first,  then  the 
sheer  plan  and  lastly  shaping  the  hull,  finishing  it  smooth 
before  boring  and  gouging  out  the  inside.  After  the  in- 
side is  finished,  the  sheer  of  the  deck  may  be  cut. 

When  the  keel  has  been  screwed  on  and  the  inside 
of  the  boat  painted  (this  should  always  be  done  if  the 


stock  has  been  glued  up)  the  deck  may  be  glued  and 
nailed  in  place. 

The  amount  of  lead  for  a  model  yacht  may  be  deter- 
mined when  the  hull  is  finished  by  putting  in  sufficient 
weight  to  sink  it  to  the  load  water  line  and  then  weighing 
what  has  been  used. 

The  lead  may  be  cast  in  moulds  either  of  wood, 
plaster-of-paris  or  sand,  by  first  making  a  wooden  pattern 
of  the  right  size  and  shape.  The  wooden  mould  has 
been  found  very  satisfactory.  It  is  made  by  taking  two 
pieces  of  wood  about  2  inches  longer  than  the  pattern, 
the  same  width  as  the  pattern,  and  from  J^  to  ^  of  an 
inch  thick,  and  cutting  one-half  the  shape  of  the  pattern 
out  of  each  piece.  The  line  made  by  the  meeting  of  the 
two  broad  faces  should  correspond  to  the  center  line 
which  runs  lengthwise  through  the  pattern.  When  this 
is  done,  the  two  halves  of  the  mould  are  fastened  together 
and  pieces  nailed  to  the  top  and  bottom.  Two  %6-inch 
dowels  should  extend  through  the  mould  from  top  to 
bottom,  to  form  the  holes  for  the  screws  which  fasten  the 
lead  to  the  upper  keel.  In  addition  to  this  the  top  should 
have  a  pouring  hole  and  one  or  more  vent  holes.  The 
size  of  the  pattern  from  which  the  mould  is  made  may  be 
figured  on  the  basis  of  a  cubic  inch  of  cast  lead  weighing 
.408  pounds.  (A  piece  of  lead  2xixi<2-inches  also  weighs 
.408  pounds,  etc.) 

The  deck  and  spars  should  be  finished  with  spar 
varnish. 


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Hal-  Rack 


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Broom   Ha/der 


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Knife  Box 


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and  C  to  D,  and  be  used  as  a  nail  hax  . 


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5/ayd  Trgin/ny  Schao/,  Boston,  Ma £ 


Brsad  Board 


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50 


LOAN  DEPT. 

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